tcu-iec 2014- bangkok1 a perspective on cyber education: issues and prospects in building global...

TCU-IEC 2014- Bangkok 1

A Perspective on Cyber Education: A Perspective on Cyber Education: Issues and Prospects in building Issues and Prospects in building

Global Learning NetworksGlobal Learning Networks

The 5th TCU International E-Learning Conference, Bangkok, Thailand

August 5, 2014

Toshio Kobayashi

The Graduate University for Advanced Studies (SOKENDAI)


Research BackgroundResearch Background

Activities in intercultural settings Being a Poor Foreign Student – Diplomacy - Academia Advancement of International Distance Education – AIDE Promotion of cross-border collaborative project via VC based

on “Linguapolitical” concept (Kobayashi-Deguchi Project) Collaboration with OECD/CERI in OER Research Membership in Japanese National Commission for UNESCO Engagement in OER Project by UNESCO Institute for

Information Technologies in Education (IITE)


Technology-based education Technology-based education inevitably inevitably

makes the learning:makes the learning:

Borderless Relational Open Transnational Multicultural

E-phenomenonE-phenomenon

E-Leaning E-Booking/Libarary E-Commerce E-Government/State E-Love ・・・



Trends in Higher EducationTrends in Higher Education Flexible or distributed and e-Learning Open Universities no longer sole institution to

provide distance teaching and learning duel and mixed mode introduced further into

traditional universities Flexible learning - strategic and administrative

policy to acquiring more students enrolment and revenue

Establishing FD programs and on-campus support system

Building global partnerships in inter-university and between academic institutions and Private industry


Educational ReformEducational Reformby Adoption of ICTby Adoption of ICT

in Japan and elsewherein Japan and elsewhere

Objectives: Enhance international Competitiveness Cultivate human resources Internationalize universities


Some Prevailing Trends in Higher EducationSome Prevailing Trends in Higher Education

Increased interest for open and distance education. E-learning has become a mainstream. New types of organizations have emerged as

educational providers New, more interactive, anywhere, anyplace

education cause people to question the roles of the academic personnel and university teaching in terms of its mission, teaching practices, and future roles.


Emergence of Global Learning Networks

“Networks of people who want to learn and share through the Internet on a global scale”

Global learning networks have emerged as a result of a series of interrelated developments such as

- advancements in ICTs, - cheaper communication, - proliferation of computers, - globalization.


Global Learning Networks （ GLNs)


Problems and Issues in Problems and Issues in Cross-border EducationCross-border Education

Barriers and Adaptability due to Cultural and Linguistic Diversity across the Globe

Learning management systems, collaborative systems, networking of reusable learning objects have been developed with off springs in the western tradition

Systems have been designed from a western tradition of research in cognition and design, often differs somewhat from other cultures in the world


Global standardization vs. national Global standardization vs. national and cultural preservationand cultural preservation

How we can find the golden middle way in between these extremes?

How we combine the potential of global collaboration with technology and systems?


Global Learning Networks – characteristics

Highly diversified society and intensive intercultural interactions help

- stimulate learners’ research skills;

- promote other cultural perspectives;

- learners become more aware of their own culture as

they encounter other cultures;

- democratic participation.

Cultural EncountersCultural Encounters

Unidirectional and Bilateral Unidirectional and Multilateral Multidirectional and Multilateral



Some of the important points to be addressedSome of the important points to be addressed

The interaction of technological development - mainly information and communication technology - and society with identifying roles and responsibilities of different stakeholders.

Cultural standardization and learning imperialism within e-Learning

Socio-economic issues in promoting e-Learning within regions

Open Movements in international collaboration across different cultures

Human factors enhancing and impeding global learning networks


Issues to be addressed Issues to be addressed

How do we identify, preserve and develop our own learning cultural values and how do we establish ways of collaborating in doing this across different cultures?


• Thousands of web-based programs at all levels,

• Anyone can enroll in any program where technology is available.

- Cultural hegemony

- Dilution of language

- Degeneration of local cultures and people

- A mismatch between local needs and global curriculum

- Loss of control on national education

Intercultural Issues in GLNs


Emergence of “cosmopolitan culture”

- different from Western culture;

- borne out of the need for people from different cultures to interact;

- shaped by the mutual relationship between the Internet and local

cultures.

- a balance in intercultural relationships

- “import, adopt, domesticate, and improve” approach

Global Learning Networks – alternative perspectives


Multicultural Education through GLNs Global learning networks help make people more

aware of such generic issues in international community as:

- socio-cultural, - economical and political, - ecological, - environmental.

Global learning networks facilitate forming:

Networks of people and world opinions and morale beyond cultural boundaries through the Internet and other technologies on a global scale


Importance of international D.E. based on Importance of international D.E. based on the respective cultures and languagesthe respective cultures and languages

Cope with cultural/linguistic barriers – an issue in international ed. exchange, particularly in Japan

Develop cross-cultural D.E. based on the languages of the respective participating countries, not just English.

Introduce an e-Learning different from that of English speaking countries

Support the researchers/learners in a given culture abroad with learning objects and by Technological Potential


Higher Education in the 21st CenturyHigher Education in the 21st Century

ICT-based training and information exchange,

knowledge banks and databases provide

unprecedented opportunities for educational

policy-makers and practitioners to share

knowledge and experience and learn

collaboratively through international networks

and communities of practice…


Issues facing Higher Education in the 21Issues facing Higher Education in the 21stst Century: Century:Culture and Linguistic BarriersCulture and Linguistic Barriers

Education becoming huge market places Educational providers aiming to infiltrate Inappropriate learning materials Provide learning materials based on your own culture

rather than depending upon sources deriving abroad Quality assurance of learning resources Security - IPR Preserve and protect your own Cultural Identity “Learning imperialism” Pursuit of “Principle of Education”

Open Educational Movement in the 21Open Educational Movement in the 21stst Century CenturyA new culture of openness in HE?A new culture of openness in HE?

Open Source Software, Open Access, Open License, Open Educational Resources

Learning Resources made available for Free over the Internet

As few restrictions as possible on the use of digital resources:– No technical barriers (disclosed source code)

– No price barriers (no subscriptions, license fees)

– As few legal barriers as possible (open licenses)


Soft PowerSoft Power

Coined by Joseph Nye in 1990 and defined as:

“Soft power is the ability to obtain what one wants through co-option and attraction. It can be contrasted with ‘hard power’, that is the use of coercion and payment. Soft power can be wielded not just by states, but by all actors in international politics, such as NGOs or international institutions.”

- Soft Power: The Means to Success in World Politics (2004) -TCU - Bangkok 2011 23

““OERs” as a source of Soft PowerOERs” as a source of Soft Power

Abundant OERs available today: Produced and accumulated by H.E. institutions Created by individual producers who are willing

to share OERs put on the Internet Rich raw learning materials waiting to be created

into OERs A number of potential OER producing countries,

institutions and individuals

TCU - Bangkok 2011 24


１．１． OpennessOpenness In the social domain

– freedom to use– freedom to contribute– freedom to share

In the technical domain– functional (use of open standards)– developmental (use of open source software)

As a characteristic of the resource– public goods– open fountain of goods

(Tuomi, 2006)

Three Dimensions of OERThree Dimensions of OER


２．２． EducationalEducational

Formal education

Non-formal education

Informal education

Trends in OER – towards bridging and narrowing the gaps, and facilitating further life-long learning with OERs circulating through different settings/levels of learning.


３．３． ResourcesResources learning contents

– Learning Courseware: MIT OCW, Paris Tech, JOCW– Learning Objects: MERLOT, Connexions, ARIADNE– Reference: Internet Archive, Google Scholar, LC, Wikis

Tools (OSS)– CMS: EduCommons– LMS: Moodle, Sakai– Development Tools: Connexions– Social software: Wikis, H20, OSLO research

Implementation resources– Licensing Tools: Creative Commons, GNU Free Documentation– Best Practices: CMU (design principles)– Interoperability: IMS, SCORM, OKI

Trends in OER - towards open technology and global standardization

Drivers for OERDrivers for OER Technological

– Increased broadband availability– Increased hard drive capacity and processing speed– User-friendly software for creating, editing and remixing

Social– Digital natives with substantial ICT skills– Desire for interactivity, willingness to share and contribute– Development of communities and collaborative projects

Economical– Lower costs for broadband, tools and lower entry barriers– Sites and services hosting content for free– New economic models for monetising user created content

Legal – licenses such as Creative Commons


Motivations for producing and sharing OERGovernments Institutions Individuals

Expanded access to learning

Altruistic reasons Altruistic or community supportive reasons

Bridge the gap between non-formal, informal and formal learning

Leverage on taxpayers’ money by allowing free sharing and reuse between institutions

Personal non-monetary gain – “egoboo”

Promote lifelong learning “What you give, you receive back improved”

Commercial reasons

Good PR and show-window attracting new students

It is not worth the effort to keep the resource closed

Growing competition – new cost recovery models are

needed

Stimulate internal improvement, innovation and reuse

Underlying Drivers and Inhibitors of technical, economic, social and legal nature

Source: OECD (2007)29TCU-IEC 2014- Bangkok

Main Tendency in OERMain Tendency in OER From grass root movement to institution based initiatives Earlier few institution wide initiatives

– Started by enthusiasts

– Few at management level knew about initiatives Now mostly institution based initiatives Less text, more video (iTunes U) and animated materials Open Educational Practice – not only resources but also

open teaching is offered for free (see OPAL project) OLnet – international research community on OER


Sustainable Development:Sustainable Development:

“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

from Our Common Future :

Report of the World Commission on Environment and Development – 1987


Global FrameworkGlobal Framework The Open Learning Movement has great potentials to help build a truly

equitable knowledge society for humanity, if it enables “everyone everywhere to be able to share in the benefits of the global information society and the richer nations are in a position to help poorer nations bypass the communication barriers that will help them improve their education and healthcare systems and socio-economic circumstances.”

(The 2000 Okinawa Charter on Global Information Society).

With production and use of the accumulated knowledge in formats accessible and appropriate to anyone for reuse to cater to their need, “we have an opportunity to dramatically improve the lives of hundreds of millions of people around the world through freely available, high-quality, locally relevant educational and learning opportunities.”

(The Cape Town Open Education Declaration, 2007).



Japan’s Contributions to UNESCO Japan’s Contributions to UNESCO for promoting EFA/ESDfor promoting EFA/ESD

Japanese Funds in Trust (JFIT) for promotion of EFA in Asia and Pacific

A Similar fund for Promotion of the DESD in the Region

OER and ESDOER and ESD

Both are…. International agenda in education Linking levels/categories/settings of education Concerned with affordability and sustainability Transnational and multicultural


OER and ESDOER and ESD

Perspectives in common Multi-cultural/linguistic issues Cultural sensitivity Information Communication Technologies linking various agents/actors in the education

fields Building equitable Global learning networks



EFA and ESD EFA and ESD

ESD a vague concept yet to be defined ESD needed to achieve EFA Linking of EFA and ESD Cultivation of Human Resources - vital for

sustainable development Appropriate Use of ICTs to achieve EFA and

promote ESD

37

Education for Sustainable Development (ESD)Education for Sustainable Development (ESD)The basic view of the ESD, Education for Sustainable Development, is to foster each individual to take part in creating a sustainable society, especially;

- to cultivate human nature, such as developing personality, autonomy and a sense of responsibility, - to foster relationships with others, society, the environment.

To promote sustainable development it is important to act synthetically by linking various fields of education…

ＥＳＤ

International Understanding

Education Other related

education

Energy Education

CultureEducation

Environmental Education

(The Ministry of Education (MEXT), Japan)TCU-IEC 2014- Bangkok

ESD - issues to be addressed…ESD - issues to be addressed…

• Poverty Reduction• Sustainable growth• Living standards• Social protection• Basic education• Security (human rights, refugees)


• Environmental protection

• Peace and human rights

• Assistance to developing

countries to fight poverty

Linking OER and ESD, How?Linking OER and ESD, How?

UNESCO as a lead agency Through networking of ASP Collaboration of NPOs (e.g., ESD-J, etc.) Coorperation by H.E. institutions Use of open source learning materials by

individual producers who are willing to contribute and share


40

【 Objectives 】　 To realize the UNESCO doctrine and promote both peace and international cooperation through practical application at schools. Domestically: Construction of a network between schools and exchanges of information Regionally: Strengthening regional solidarity Globally: Promotion of information exchanges, strengthening solidarity

【 Main Themes 】　 - Understanding global-scale

problems　　 - International understanding education, World Heritage

education, environmental education and education for human rights, democracy and tolerance, etc.

Network Link to the WorldNetwork Link to the WorldNetwork Link to the WorldNetwork Link to the World

UNESCO ASP (Associated School Project)

ASPs and ESD ASPs and ESD

ＥＳＤInternational

understanding education

Etc

Energy education

Cultureeducation

Environmental education

Unified Promotion of Unified Promotion of ESD-based Contents ESD-based Contents

and ASPsand ASPs

Unified Promotion of Unified Promotion of ESD-based Contents ESD-based Contents

and ASPsand ASPs

The Ministry of Education (MEXT), JapanTCU-IEC 2014- Bangkok

Under the initial proposalUnder the initial proposal Implement an educational exchange program between

UNESCO Associated Schools, preferably at tertiary level, at first nationally, then regionally and globally to build up learning networks by ICT where applicable.

Focus on EFA/ESD-oriented curriculum and set up a subject for collaborative or problem-based learning such as on ecology, global climatic change, peace, conflict resolution, gender equality, etc.

Use OER, and whatever resources available such as OSS where PC and the Internet may be available or, if no broadband, use conventional communications media devices


Whale Tomb – Picture-card StoryWhale Tomb – Picture-card Story


A Sample - useful learning resources openly available in multi (14) languages for ESD

ObjectivesObjectives

Facilitating capacity building in teachers, Cultivatinig human resources (e.g.,

media/ICT literate) needed for local development,

Setting proper learning environment for education for sustainable development.


Revitalization of Academic Retirees Revitalization of Academic Retirees as a source of Soft Poweras a source of Soft Power

There are a number of ‘Openly-available, Educationally-resourceful Retirees’ who are:

healthy, mentally fit and energetic, not in need of money, frustrated in the retirement life, willing to share their experiences and wisdom, and

to continue involved in and contribute to knowledge society,

hence potentially a source for Soft PowerTCU - Bangkok 2011 44

Keys in utilizing retired academicsKeys in utilizing retired academics

Help the retirees maintain their mental health by fulfilling their desire to continue to be involved and contribute

Non-paid, Strictly voluntary-basis, No power game allowed, Proper leadership and lead institution


Mechanisms to substantiate the idea Mechanisms to substantiate the idea

Initial Proposal: network-building of retired academics through the existing database of retirees by individual registration with expertise and collaboration with academic societies,

NPOs, e.g., the International Society for Volunteer Studies of Japan, J-ESD, etc.


Coping with crisis situationCoping with crisis situation

In case of emergency Open Educational Resources (Contents and Retirees) would be of use:

for rendering assistance to the incumbent in higher education system with their hands occupied,

for providing teaching and learning environments at different levels and settings of education,

for preserving cultural heritage and artifacts, for easing the digital divide existing between

individuals, communities, regions as the OER dose not necessarily require an environment with bandwidth,



Thank you for your attention

Khawp khun khrap

Arigatou

Toshio Kobayashi, Professor EmeritusThe Graduate University for Advanced Studies (SOKENDAI)

www.toshio-kobayashi.com

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